Accountability for Equitable Outcomes in Higher Education (original) (raw)
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This report examines the decade of change in the U.S. system of finance for higher education, which has resulted in a set of programs and policies that are highly responsive to the demands of middle-and upper-income families for help but which are less well equipped to respond to the needs of lower-income families for assistance with their college investments. This paper documents this trend and examines the relationship between financing trends and trends in the enrollment patterns of U.S. high school students (e.g., college access and college choice). The paper also comments on the political economy of the developments being documented (e.g., forces that appear to be leading public policy in the directions identified and circumstances that might produce a different, and perhaps more favorable, outlook for financing policy). The paper concludes that, in most circumstances, when colleges and universities get more revenue, the result is that they do more social good. It claims that the intrinsic benefits of college to students are of at least as much importance as the gain in relative position that accrues from college education. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Responding to Educational Inequality
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This report takes up a critical issue in education: the continuing reproduction of educational inequality in relation to race and social class. In doing so, it highlights several key issues in how we study and attempt to ameliorate disparities through educational policy. We conclude with a set of recommendations for policymakers and advocates. A Plan to Respond Educational policy interventions can improve educational opportunity: è Craft and invest in policies that acknowledge and address the impact of economic, racial, and social forces on students and schools è Ensure schools and educational reforms are sufficiently and equitably funded è Utilize rigorous, systematic and ecologically valid research from various sources and methodological approaches to develop policies and to evaluate their impact and implementation è Enable the development of equitable, robust environments through professional development è Re-frame the research focus to capture the varied, rich, and consequential practices of non-dominant communities to build equitable, evidence-based policy è Educational policy perpetuates inequity through fiscal disinvestment, a neglect of the broad sociopolitical structure, the application of universal interventions, and the usage of a narrow research base Growing inequality, re-segregation, and structural racism pose fundamental challenges to America's schools and its ideals of democracy and equity. Educational policy perpetuates inequity through fiscal disinvestment, a neglect of the broad sociopolitical structure, the application of universal interventions, and the usage of a narrow research base. Educational policy can mitigate educational inequities. Local practices undermine educational equity by limiting student access to robust learning environments through segregation and tracking practices. Racial biases held by teachers and leaders are enacted in classrooms and can impair deep learning and engagement for all students.